The use of Dyned for juniors students at university of foreign language studies - Part 2

Together with the increasing trend to use ICT (Information and Communication Technology) in teaching and learning English in Vietnam, University of Foreign Languages Studies, the University of Danang has strongly emphasized the use of Dyned, a courseware made by Dyned Corporation to enhance English skills of its students. This trend has gained some considerable progress which will be mentioned in this article. Also, prominent features of Dyned as well some recommendations are brought about in this article.

Learning process using online applications at University of Foreign Language Studies, the University of Danang
According to a survey on one hundred junior students at University of Foreign Language Studies, the University of Danang, before Dyned was introduced in 2012, some students have tried some online applications as follows.

Name of online applications Frequency
  1. Youtube (
  1. VoA Special English (
  1. Skype
  1. BBC learning English (
  1. Effortless English (
  1. Australia network (
  1. (
  1. CNN student News (
  1. engVid (
  1.  Facebook (

Table.1 List of online applications that students have used to practise listening and speaking English
However, most students say that they do not really feel satisfied with these online applications due to a variety of reasons including the fact that there is no online applications that can help students improve listening and speaking skills simultaneously. This point can be done well with the use of Dyned.
Learning process using Dyned courseware at University of Foreign Language Studies, the University of Danang
Since 2012, Dyned courseware has been used for junior students at University of Foreign Language Studies together with other subjects. The survey also includes some other main points.
Advantages and disadvantages of Dyned courseware
Although Dyned is highly appreciated in over 70 countries in the world, it certainly has some bad points as everything has two sides. In the survey, students, the main users of Dyned point out their ideas as follows.

Advantages of DynEd Percentage
  1. Levels are divided clearly.
  1. It provides various kinds of listening exercises.
  1. It provides diverse kinds of exercises to practice speaking.
  1. It provides native speaking environment.
  1. It is an effective way to expand vocabulary.
  1. It is an effective way to improve pronunciation.
  1. Students can compare their record with native speakers'.
  1. Students can apply what they have learned to real situation easily.
  1. Students can know whe-re they should correct or after recording.
  1. It helps students improve the speed of speaking.
  1. The Mastery Tests are useful for estimate students’ ability.
  1. It helps students build the habit of practice English.
  1. It contains interesting and effective multimedia.
  1. The topics of the course are close to reality and social knowledge.
  1. It helps students reinforce grammar.

Table 2. The advantages of DynEd courseware that help students enhance listening and speaking skills

Disadvantages of DynEd Percentage
  1. I do not have sufficient equipment (microphone, headphone).
  1. I find it difficult to install new software.
  1. I do not have Internet connection at home.
  1. My Internet connection at home is quite slow.
  1. I do not have enough time to study DynEd.
  1. I have difficulties in recording my voice.
  1. I need more teachers’ support in studying listening and speaking.
  1. The speed of speakers is too fast.
  1. The confirm test before staring new module is useless.
  1. I have difficulty with technical problems.
  1. It is too easy to use.
  1. It is quite boring for me.
  1. It cannot help students practice Reading skills

Table.3. Factors affecting DynEd courseware application of students on listening and speaking learning
F-rom the two tables above, it can be easily seen that students have a critical view on the use of Dyned.
Effectiveness of Dyned courseware evaluated by students
According to the survey including one hundred questionnaire responses, 92 students approved that applying DynEd can offer them certain effectiveness. On the other hand, eight students reveal that it is no use applying DynEd to improve listening and speaking skills.

Scale Listening Speaking Total
Frequency Percentage Frequency Percentage 92
Little 14 15.2 18 19.6
Fairly 50 54.4 44 47.8
Greatly 28 30.4 30 32.6

Table 4. The effectiveness of DynEd courseware on listening and speaking skills rated by students
Change in students’ study results
Thanks to the components in Dyned courseware that the change in students’ study results can be collected. This can be clearly shown in the two Placement Tests at different times.

Figure 1. The change in students Pre-usage and Post-usage Placement Tests Results
According to the calculation, after taking the second Placement Test, 66% of the students increased their score significantly. The second test’s scores were slight higher at 14% in comparison with the first time. Next, 11% students did not have any changes in their Placement Test Score. Finally, there was a decrease in students’ results of the second test of 9% students.
Besides, the percentage of SR also changes significantly. According to the instruction of DynEd Records Manager Guide:

SR-C is the short form of “Speech Recognition correct first time”. This figure reveals the number of times a student was recognized as correct after doing Speech Recognition exercises. SR-A is the abbreviation of “Speech Recognition attempts”. This data show the number of times a student has attempted to do Speech Recognition task. Based on SR% the researcher can get to know about students’ speaking ability improvement.

Figure 2 The proportion in the results of student SR% change
As can be seen Figure 4.3 is well illustrated the data on changes in the results of student SR%. There was an increase in SR% at 48% even thought the second time data collected f-rom Records Manager were just higher 1-3% than that in the first time. 28% students had no change in their results. Sadly, there was a decline in results of 24 students (24%).

  1. Conclusion

It cannot be denied that online applications in general and Dyned courseware in particular have some certain effects on students’ learning process. The article has just mentioned some facts as well as presented some views towards the courseware. Some further research will be needed to have a better look at the issue so that such courseware can be made use of and it can bring the greatest benefits to students. Besides, no courseware is perfect, and so is Dyned. Consequently, some other software should be recommended to help students fulfil their skills effectively.
F-rom the results in the survey, there are some recommendations.

  • This courseware cannot be learned by learners alone, i.e. it must be coached by teachers. As a result, teachers in c-harge must coach their students thoroughly and give them proper and rightful guidance so that they cannot feel bored and tired.
  • There should be clear and encouraging assessments so that students have good motivation to study this courseware.
  • Universities should facilitate students’ learning processing by giving them good and sufficient equipment for their study.
  • Some other software or web tools should be recommended so that students can improve their skills effectively such as Lextutor (to improve reading skills), Net Languages (to do tests), and so on.

Morley, Joan. (2001). Aural Comprehension Instruction: Principles and Practices. In Marianne Celce-Murcia (editor), Teaching English as a Second or Foreign Language. U.S.: Heinle and Heinle.
Passey, D., Rogers, C., Machell, J., &McHugh, G. (2004). The Motivational Effect of ICT on Pupils. A report for the Department for Education and Skills, Lancaster University (Report RR523)
Passey, D., Rogers, C., Machell, J., &McHugh, G. (2004). The Motivational Effect of ICT on Pupils. A report for the Department for Education and Skills, Lancaster University (Report RR523)
Peeraer, J. & Van Petegem, P. (2011). Information And Communication Technology In Teacher Education In Vietnam: F-rom Policy To Practice
Retrieved f-rom
Wang, Pl’. (2011). The Effect of Computer-Assisted Whole Language Instruction on Taiwanese University Students’ English Learning. doi:10.5539/elt.v4n4p10

Người đăng:Nguyễn Văn Long, Phạm Thị Tố Như
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